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Cover -- Title Page -- Copyright Page -- Dedication -- Table of contents -- List of figures and tables -- Preface -- Acknowledgements -- 1 Pedagogy and mediation -- 2 Vygotskian theory and education -- 3 Current approaches to sociocultural and activity theory -- 4 Applications of sociocultural and activity theory to education -- 5 The institutional level of regulation and analysis -- Bibliography -- Index

1. Curriculum and pedagogy in the sociology of education : some lessons from comparing Durkheim and Vygotsky / Michael Young -- 2. Dialectics, politics and contemporary cultural-historical research, exemplified through Marx and Vygotsky / Seth Chaiklin -- 3. Vygotsky and Bernstein / Harry Daniels -- 4. Sixth sense, second nature, and other cultural ways of making sense of our surroundings : Vygotsky, Bernstein, and the languaged body / John Shotter and Andy Lock -- 5. The concept of semiotic mediation : perspectives from Bernstein's sociology / Ruqaiya Hasan -- 6. Negotiating pedagogic dilemmas in non-traditional educational contexts : an Australian case study of teachers' work / Parlo Singh, Raymond Brown and Mariann Martsin -- 7. Modalities of authority and the socialisation of the school in contemporary approaches to educational change / David H. Eddy Spicer -- 8. Semiotic mediation, viewed over time / Gordon Wells -- 9. Boys, skills and class : educational failure or community survival? : insights from Vygotsky and Bernstein / Gabrielle Ivinson -- 10. "Identity" as a unit of analysis in researching and teaching mathematics / Stephen Lerman -- 11. Schooling the social classes : triadic zones of proximal development, communicative capital, and relational distance in the perpetuation of advantage / Carolyn P. Panofsky and Jennifer A. Vadeboncoeur -- 12. The pedagogies of second language acquisition : combining cultural-historical and sociological traditions / Arturo Escandon.

We draw on the analytic resources of cultural historical activity theory and the work of (Basil) Bernstein and Knorr Cetina to examine evidence from a study of inter-professional practices in children's services in three English local authorities (local government systems). The study traced the horizontal (e.g. cross service) and vertical (e.g. between strategy and operation) integration of services for children including social work and educational psychology at time of reductions in local authority funding. Interviews and meetings, structured by the principles of developmental work research, required senior local authority staff to identify the objects of activity that shaped the work of the services for which they were responsible, to reveal how those objects were threatened by changing configurations of services and to reflect on what features of the services should be taken forward in these reconfigurations. The study therefore made visible the motives that become evident when professional knowledge is brought to bear on problems of professional practices. In examining the interplay between professional knowledge - which includes notions of the service ideal - and objects of activity, we identified 'what matters' in practices within services and 'what matters' when practices intersect and objects of activity are negotiated across practice boundaries.

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as: What role does culture play in our understanding of pedagogy?What role do globa